The significance and development trend of multimedia education applications
[Date: 2005-09-02] Source: Central Audio-visual Education Center Author: [Font: Large, Medium, Small]
1. The great significance of the application of multimedia in education
Since the 1990s, multimedia technology has emerged rapidly and flourished. Its application has spread to every corner of the national economy and social life, and is exerting a profound influence on human beings. It has brought about huge changes in production methods, working methods and even lifestyles. Especially because multimedia has the characteristics of pictures, text, sound and even moving images, it can provide the most ideal teaching environment, and it will inevitably have a profound impact on the education and teaching process. This profound impact can be summarized in one sentence: Multimedia technology will change teaching models, teaching content, teaching methods, and teaching methods, which will ultimately lead to fundamental changes in the entire educational thinking, teaching theory, and even the educational system. The reason why multimedia technology is of such great significance to the field of education is that multimedia technology itself has many characteristics and functions that are particularly valuable for education and teaching processes. These characteristics and functions are unique to other media (such as slides, projections, movies, audio, video, television, etc.) are not available or are not fully available. First of all, it should be explained: the multimedia technology mentioned here is computer-centered multimedia technology. Multimedia combination teaching has been mentioned in some books in the past few years. The concept of multimedia is different. It is just a simple combination of several media (such as combining slides, projections, recordings, and videos). Today's multimedia technology is computer-centered, integrating voice processing technology, image processing technology, and audio-visual technology, and converting voice signals and image signals into unified digital signals through analog-to-digital conversion. In the future, computers can easily store, process, control, edit, transform, and query and retrieve them. Obviously, this is completely different from the original combination of multiple forms of media, because it integrates several technologies for processing different media information through computers. The integration method is to turn everything into digital through analog-to-digital conversion; and in order to facilitate processing and transmission, data must be compressed and then restored after being transmitted to a designated location. There is a whole set of complex technologies implemented by computers. Therefore, current multimedia technology is actually embodied in multimedia computers. Below, I will explain its great significance in educational applications from the four characteristics and functions of multimedia computers.
1. The interactivity of multimedia computers is conducive to stimulating students’ interest in learning and the role of cognitive subjects.
Human-computer interaction and immediate feedback are the distinctive features of computers and are unique to any other computer. What the media doesn’t have. Multimedia computers further combine the audio-visual integration function of the television with the interactive function of the computer, creating a new rich and colorful human-computer interaction method with pictures and texts, and can provide immediate feedback. Such an interactive method is of great significance to the teaching process. It can effectively stimulate students' interest in learning and make students have a strong desire to learn, thereby forming learning motivation. Interactivity is unique to computers and multimedia computers. It is precisely because of this feature that multimedia computers are not only a means of teaching, but also an important factor in changing traditional teaching models and even teaching ideas.
As we all know, in the traditional teaching process everything is decided by the teacher. The teaching content, teaching strategies, teaching methods, teaching steps and even the exercises performed by the students are all arranged by the teacher in advance. Students can only passively participate in the process, that is, they are in a state of being indoctrinated. In an interactive learning environment such as a multimedia computer, students can choose the content they want to learn based on their own learning foundation and learning interests, and can choose exercises suitable for their own level. If the teaching software is better programmed, even the teaching mode can be The choice can be, for example, individualized teaching or consultation and discussion. Let the computer discuss and communicate with you like a study partner.
In other words, students have the possibility to actively participate in such an interactive learning environment, instead of everything being arranged by the teacher and students can only passively accept it. According to the perspective of cognitive learning theory, human understanding is not directly given by external stimuli, but is generated by the interaction between external stimuli and people's internal psychological processes. Students must use their initiative and enthusiasm to obtain effective cognition. This kind of active participation creates good conditions for students to display their initiative and enthusiasm, that is, it can truly reflect the cognitive subject role of students.
2. The diversity of external stimulation provided by multimedia computers is conducive to the acquisition and retention of knowledge
The external stimulation provided by multimedia computers is not a single stimulus, but a comprehensive stimulation of multiple senses. . This is very important for the acquisition and retention of knowledge. Experimental psychologist Treicher has conducted two famous psychological experiments. One is about the sources of human beings’ information acquisition, that is, the main ways through which human beings obtain information. He confirmed through a large number of experiments: 83% of the information humans obtain comes from vision, 11% from hearing, and the two add up to 94%. There are also 3.5 from smell, 1.5 from touch, and 1 from taste. Multimedia technology can be seen, heard, and operated with hands. In this way, the amount of information obtained through the stimulation of multiple senses is much greater than simply listening to the teacher's lectures. Information and knowledge are closely related. Obtaining a large amount of information can master a large amount of knowledge. He also conducted another experiment, which was about knowledge retention, that is, the persistence of memory. The result is this: People generally remember 10% of what they read, 20% of what they heard, 30% of what they saw, 50% of what they heard and saw, and 70% of what they said during the communication process. . That is to say, if you can both hear and see, and then express it in your own language through discussion and communication, the retention of knowledge will be much better than the effect of traditional teaching. This shows that the application of multimedia computers in the teaching process is not only very beneficial to the acquisition of knowledge, but also very beneficial to the retention of knowledge.
3. The hypertext function can realize the most effective organization and management of teaching information
Hypertext (Hypertext) organizes and manages information non-linearly according to the associative thinking mode of the human brain. An advanced technology. If the information managed is not only text, but also contains graphics, images, sounds and other media information, it becomes a hypermedia system. In other words, hypermedia is multimedia plus hypertext. In fact, most current multimedia systems use hypertext to organize and manage information. Therefore, in general, no distinction can be made between hypermedia systems and multimedia systems, that is, hypertext is regarded as a unique function of multimedia systems.
If you organize a book according to hypertext, it is completely different from traditional documents or printed books. At this time, the main text (article, paragraph, or sentence or word) is arranged according to the relationship between each other. Contacts are organized into text networks. This book doesn't matter the first page or the last page. It's up to the reader's will to decide which text to start reading and what to read next. The basis for selecting the next paragraph of text is not the order or index, but the semantic connection between the texts. Research in cognitive psychology shows that human thinking has associative characteristics. When people read or think about problems, they often move from one concept or topic to another related concept or topic due to association. Therefore, compared with organizing and managing information in a non-linear, networked way of hypertext and organizing and managing information in a linear and sequential way of traditional text, the former is more in line with human thinking characteristics and reading habits.
The reason why hypertext has the above advantages is determined by its structural characteristics. The basic structure of hypertext is composed of nodes and links. Nodes are used to store various information. The node content can be text, voice, graphics, images or a moving image; the node size can be a window or the data contained in one frame or several frames. Chains are used to represent The association between various nodes (that is, various information). There are many different types of nodes and chains forming various multimedia systems.
Using the hypertext function of multimedia to organize and manage teaching information, its advantages are:
(1) According to the requirements of teaching objectives, information containing different media information can be organized Various teaching contents form an organic whole. In traditional printed textbooks, the content related to speech and moving images cannot be integrated with the text content, and can only be published separately in the form of textbooks, audio tapes, and video tapes. Obviously, the content of such a textbook must be monotonous and boring, and cannot be compared with the rich and colorful electronic textbooks that are organized in a hypertext manner with pictures, texts, sounds, and images.
(2) According to the requirements of teaching content, various teaching materials containing different teaching requirements are composed into an organic whole. Each teaching unit in the teaching process includes texts, exercises, exercises, questions, tests, answers to tests and corresponding demonstrations or experiments. The organic organization of these teaching materials with related teaching content and different teaching requirements is undoubtedly beneficial to students. Classroom teaching, extracurricular review or self-study are all beneficial. However, it is absolutely impossible to organize and manage teaching content according to the linear and sequential way of traditional texts.
(3) According to the students’ knowledge base and level, the preparatory knowledge of related subjects and the supplementary knowledge needed to broaden their horizons can be formed into an organic whole. Teaching students in accordance with their aptitude is one of the important goals of optimizing the teaching process. However, due to the great differences between individual students, it is impossible to meet the different needs of students with poor foundation, average students and excellent students for teaching content in traditional printed textbooks. , but in multimedia electronic textbooks, this is a piece of cake. Just use the hypertext function to set hot keys related to preparatory knowledge and hot keys related to supplementary knowledge.
4. Multimedia computers can be used as cognitive tools to achieve the most ideal learning environment
From the mid-1980s to the early 1990s, computers were widely used as tools in the field of education. There are two aspects: one is as a data processing tool (such as the application of various databases and spreadsheet processing software); the other is as a word processing tool (such as WPS and WORD software). In recent years, a major development in the application of computers as tools in the field of education is as an effective cognitive tool in the teaching process.
As we all know, in the past twenty years, the behaviorist learning theory that emphasized stimulus-response and regarded learners as passive responses to external stimuli, that is, as objects of knowledge infusion, has given way to an emphasis on recognition. A cognitive learning theory that understands the internal psychological process of the subject and regards the learner as an information processing subject. As psychologists continue to deepen their research on the cognitive laws of the human learning process, constructivist learning theory, an important branch of cognitive learning theory, has become increasingly popular in the West. Due to the various characteristics of multimedia computers and network communication technologies, they are particularly suitable for realizing constructivist learning environments. In other words, multimedia computers and network communication technologies can be used as ideal cognitive tools in constructivist learning environments and can effectively promote students' learning. Cognitive development, so with the rapid development of multimedia computers and Internet networks, constructivist learning theory is increasingly showing its strong vitality and expanding its influence worldwide.
Now we will briefly explain the constructivist learning theory from the two aspects of "the meaning of learning" (that is, about "what is learning") and "the method of learning" (that is, about "how to learn") basic content.
(1) About the meaning of learning
Learning is the process of acquiring knowledge. Constructivism believes that knowledge is not imparted by teachers, but is acquired by learners through meaning construction with the help of others (including teachers and learning partners) and the use of necessary learning materials in a certain situation, that is, a social and cultural background. get. Since learning is a meaning construction process in a certain situation, that is, a social and cultural background, with the help of others, that is, through interpersonal collaborative activities, the constructivist learning theory believes that "situation", "collaboration", "conversation" and " "Sense construction" is the four major elements or attributes in the learning environment.
"Situation": The situation in the learning environment must be conducive to students' meaning construction of the content they have learned.
This puts forward new requirements for instructional design. That is to say, in a constructivist learning environment, instructional design must not only consider the analysis of teaching goals, analysis of learner characteristics, and the selection and utilization of media, but also consider the benefits of students' construction of meaning. The problem of situation creation is regarded as one of the most important contents of teaching design.
"Collaboration": Collaboration occurs throughout the learning process. Collaboration plays an important role in the collection and analysis of learning materials, the formulation and verification of hypotheses, the evaluation of learning outcomes, and the final construction of meaning.
"Conversation": Conversation is an indispensable part of the collaboration process. Members of the learning group must discuss plans on how to complete the prescribed learning tasks through conversations; in addition, the collaborative learning process is also a conversational process, in which the thinking results (wisdom) of each learner are shared by the entire learning group. Sharing, therefore conversation is one of the important means to achieve meaning construction.
"Sense-making": This is the ultimate goal of the entire learning process. The meaning to be constructed refers to: the nature, laws and internal connections between things. Helping students construct meaning during the learning process is to help students achieve a deeper understanding of the nature and laws of the things reflected in the current learning content, as well as the internal connections between the things and other things. The long-term storage form of this understanding in the brain is the cognitive structure of what is currently being learned, also called a "schema".
(2) About learning methods
Constructivism advocates learner-centered learning under the guidance of teachers, that is to say, it emphasizes the cognitive subject of learners role without neglecting the leading role of teachers. Teachers are helpers and facilitators of meaning construction, rather than providers and instillers of knowledge. Students are the subjects of information processing and active constructors of meaning, rather than passive recipients of knowledge and objects of indoctrination.
For students to become active constructors of meaning, students are required to play the main role in the learning process from the following aspects:
① Use exploration and discovery methods to construct knowledge meaning;
② In the process of constructing meaning, students are required to take the initiative to collect and analyze relevant data and information, put forward various hypotheses about the problems they are studying, and work hard to verify them;
③Require students to connect the things reflected in the current learning content with things they already know as much as possible, and think carefully about this connection. "Connection" and "thinking" are the keys to meaning construction. If the process of connection and thinking can be combined with the negotiation process in collaborative learning (that is, the process of communication and discussion), students will be able to construct meaning more efficiently and with better quality. There are two types of negotiation: "self-negotiation" and "communicative negotiation" (also called "internal negotiation" and "social negotiation"). Self-negotiation refers to debating with oneself what is right; communicative negotiation refers to the negotiation between each other within the study group. discussion and debate.
To become a helper for students to construct meaning, teachers are required to play a leading role in the teaching process from the following aspects:
① Stimulate students’ interest in learning and help students form Learning motivation;
② Help students construct the meaning of the knowledge they are currently learning by creating situations that meet the requirements of teaching content and clues that prompt the connection between new and old knowledge.
③In order to make meaning construction more effective, teachers should organize collaborative learning (carry out discussions and exchanges) where possible, and guide the collaborative learning process to develop in a direction conducive to meaning construction. . Methods of guidance include: raising appropriate questions to arouse students' thinking and discussion; trying to lead the questions step by step in the discussion to deepen students' understanding of the content they have learned; inspiring and inducing students to discover patterns and correct themselves. and supplement wrong or one-sided understandings, and avoid directly indoctrinating students.
The following uses two practical lesson examples to illustrate how to use multimedia computers and network communication technology as cognitive tools to achieve such a learning environment.
Lesson Example 1: An experiment conducted by Australia’s “Menny Penz Central Primary School”
The experimental class is in sixth grade, with 30 students. The teacher’s name is Andrea. The current teaching content is about the Olympic Games. As usual, Andrea encouraged her students to develop topics around the teaching content (such as the history of the Olympics and Australia's performance in previous Olympic Games), identify the role of the media in solving these problems, and Students are required to express their chosen issues intuitively and vividly using multimedia forms. After a period of searching for information in the library and the Internet, two children, Mitchell and Shala, collaborated to create a multimedia presentation software about the history of the Olympic Games. Before the software is played to the whole class, the teacher reminds everyone to pay attention to observing and analyzing the content and characteristics of the software performance. Discuss immediately after playback. One student said that from the timeline of the Olympic Games, he noticed that the Olympic Games are held every four years. Another student put forward a different view. He believed that this was not always the case. For example, in 1904, 1906 and 1908, it was held every two years. Some students also noticed that the Olympic Games were not held in the years 1916, 1940 and 1944 on the timeline. At this time, the teacher asked the question: "Why were the Olympic Games not held in these years?" Some students answered that it might be because these years Some students answered that there was a war, while others more specifically pointed out that the suspension in 1916 was due to the First World War, and the suspension in 1940 and 1944 was due to the Second World War. After everyone's discussion and negotiation, it was decided to make two additions to the multimedia software developed by Mitchell and Sala: ① explain the impact of World War I and World War II on hosting the Olympic Games; ② explain several transitional events in the early stages of Olympic history (two Once a year) the Olympic Games make special explanations. At this time, a child proposed to scan Hitler's photo and place it at the 1940 point on the timeline to show that he started World War II. The teacher asked other students in the class: "Do you have any different opinions?" Sara raised her hand and replied loudly: "I don't agree with using Hitler's photo. We should use one that can truly reflect the huge disaster that World War II brought to the people." such as large-scale bombings or mass murder of Jews) to arouse people's hatred of Hitler." The teacher praised Sarah's speech.
As can be seen from the above class examples, the teacher's teaching design for this teaching unit mainly allows students to use multimedia computers to create a topic about the Olympic Games (such as Olympic history or Australia's performance in previous Olympic Games ) situation to stimulate students’ interest in learning and active exploration spirit, and then through discussions, gradually lead to a deeper understanding of the relevant teaching content. In this class example, students are always in the cognitive subject position of actively exploring, thinking, and constructing meaning, but they cannot do without the teacher’s careful teaching design in advance and the finishing touch in the collaborative learning process; the teacher’s guidance Very few words were spoken during the entire teaching process, but it was of great help to students in constructing meaning, which fully reflected the combination of the teacher's leading role and the student's main role. The entire teaching process naturally unfolds around the cognitive links of constructivism, such as scenario, collaboration, conversation and meaning construction, and is conducted in a multimedia computer environment from beginning to end (while using the Internet to implement data query), so the above examples are based on multimedia Computers and the Internet as cognitive tools are good examples of constructivist learning environments.
Lesson Example 2: An experiment conducted by Australia's "Witch Burke Primary School"
The experimental class was composed of a mixture of third-grade and fourth-grade students. The teacher who presided over the experiment was named Mary. , the teaching content to be carried out is animals in nature class. Mary's teaching design for this teaching unit is mainly to let students use multimedia computers to design an electronic tour guide about the local zoo, thereby establishing a situation that is conducive to constructing the concept of "animals". Mary believes that this kind of situation is very attractive to students and can effectively stimulate their interest in learning.
She divided the experimental class into several groups, each group responsible for developing a multimedia presentation for a certain exhibit in the zoo. Mary asked the children to choose: which exhibition hall they would like to develop and which animal they would like to choose; whether they would like to collect relevant animal picture information or write corresponding text descriptions for the picture information; or directly use multimedia tools to The production software is chosen by the children themselves. Then different study groups are formed on this basis.
In this way, each exhibition hall becomes the research object of the students, and the children work hard to collect materials around their own tasks. For example, they go to the corresponding exhibition halls of the zoo to observe the habits and ecology of animals on the spot, and go to libraries and the Internet to search for relevant information to obtain animal pictures and write descriptions. After each group completed its assigned tasks, Mary organized the entire experimental class for communication and discussion. This learning method of self-exploration around a certain scenario not only greatly promotes students' learning consciousness and fully reflects the cognitive subject role of students, but also the collaborative learning carried out on this basis, as long as the teacher guides it properly, it will deepen students' An effective way to understand concepts and help students construct the meaning of knowledge. For example, when the animal "kangaroo" was demonstrated during the whole class exchange, Mary asked the whole class a question: "What is a marsupial? Are there other marsupials besides kangaroos?" Some students cited "Wombat" and "Wombat". So Mary asked the students to discuss the similarities and differences between these three marsupials, thus exercising and developing children's ability to distinguish and compare things in relevant contexts. This is another example of using multimedia computers and Internet networks as cognitive tools to achieve a constructivist learning environment, thereby effectively helping students complete the meaning construction of the current content they are learning and promoting the development of students' cognitive abilities.
2. Development trends of multimedia educational applications
Based on the research published in various foreign educational technology magazines (such as ET, ETS, EMI, JRCE, AJDE...) in recent years The main papers published, as well as the previous "ED_MEDIA" World Conference (World Conference on Educational Multimedia and Hypermedia, referred to as the "ED_MEDIA World Conference", which is the largest multimedia education conference held annually in the world From the basic views expressed at the International Conference on Applications, it can be seen that the current multimedia educational applications have the following development trends worth noting:
1. The combination of multimedia technology and network communication technology
At the end of 1995, one of the most eye-catching events in the international information community was that the American SUN Company launched "WWW Browser HotJava" on the Internet. This is a new dynamic browser developed by SUN Company using the Java language. The browser that executes. Its outstanding feature is its animation function, which can provide users with various media information such as graphics, images, voices, animations and cartoons in hypertext format; it can also turn static documents into dynamically executable code, which has completely changed the Internet. The browser can only be used to query and retrieve information on the Internet, which opens up new and broad prospects for educational applications of the Internet. This is because the dynamic executable feature of HotJava is tantamount to giving users a remote interaction function. For example, a user can use HotJava to write a Java application to implement a page that simulates a chemical reaction, while other 3W users can not only see the simulation page but also interact with it (for example, change the page by using the HotJava browser). Certain parameters in the chemical reaction process to observe different reaction processes and results). Using the dynamic executable feature of HotJava, when users retrieve certain important documents or teaching materials, they can not only see a static page, but also click on an icon or hotkey to see simulation experiments or algorithms with pictures, text, and sounds. A visual demonstration of the execution process.
Obviously, such an interactive function is fundamentally different from the effect of using first-generation Internet browsers (such as Mosaic and Netscape) to view static pages. It is particularly useful for educational applications (especially distance education applications). important meaning. It can be said that the emergence of HotJava is not only a major innovation of Internet browsers, but also found the most ideal combination point for the combination of multimedia technology and network communication technology: Since then, multimedia education applications based on the Internet have been increasingly developed (in June this year At the ED_MEDIA World Conference held in Boston, USA, among the 121 multimedia education application papers exchanged at the conference, there were seven educational application papers based on 3W server and HotJava that combined multimedia technology and network communication technology). At present, not only Western developed countries are vigorously developing Internet-based multimedia educational applications, but also Taiwan, Hong Kong and other regions have invested considerable manpower and material resources in this area (at present, almost all major forces in Taiwan's educational technology community have invested in this research field) . This is a new trend in multimedia educational applications that deserves our attention. It is also the fastest growing trend at present, and we must catch up.
2. The combination of multimedia technology and simulation technology
The combination of multimedia computers and simulation technology can produce a strong illusion, allowing people in it to devote themselves wholeheartedly to the current virtual reality In the world, without any doubt about its authenticity, this technology is usually called "Virtual Reality" (VR for short). In other words, virtual reality is an interactive artificial world generated by a combination of multimedia technology and simulation technology, in which an immersive and completely real feeling can be created in this artificial world. To enter a virtual reality environment, you usually need to wear a special helmet (head_mounted display), which allows you to see and feel the entire artificial world generated by the computer. In order to interact with the virtual environment, you also need to wear a pair of data gloves - which allow the wearer to not only perceive but also manipulate various objects in the virtual world.
Due to the expensive equipment, VR technology is currently mainly used in a small number of difficult military and medical simulation training and some research departments. However, in the field of education and training, VR technology has irreplaceable and very encouraging applications. application prospects, so this development trend should also attract our attention. For example, an "interactive multimedia virtual reality system" developed by Dartmouth Medical School allows medical workers to experience and learn how to respond to various actual battlefield medical situations. Practitioners who use this system can feel the dangerous symptoms of various injured and sick patients generated by computer simulation. Practitioners can select a certain operating procedure from the system to deal with the current injury and illness situation and can immediately see this consequences of the way it is handled. In order to provide practitioners with a more profound experience, the system can also simulate various surgical operations, ranging from general operations to complex human organ replacements. This virtual environment allows medical college students to practice various practical operations in the ward repeatedly without risking any medical accidents, and can try to choose different technical solutions to test whether their judgment is correct and perform certain skills. training.
Another example of VR technology being used in education is the creation of a virtual physical laboratory. Physics, by its very nature, raises many "what if" questions, which are best explored by directly observing the effects of physical forces on various objects. Researchers at the University of Houston and NASA (National Aeronautics and Space Administration) Johnson Space Center built a system called a "virtual physics laboratory" that can be used to intuitively study physical phenomena such as gravity and inertia. Students using this system can do various experiments including the law of gravity, and can control and observe various phenomena caused by changing the magnitude and direction of gravity, as well as the impact on acceleration.
In this way, students can obtain first-hand perceptual materials (direct experience), thereby achieving a deeper understanding of physical concepts and physical laws.
VR technology has also achieved remarkable results in chemistry teaching. Scientists at the University of North Carolina have developed a VR system that allows users to manipulate the movement of molecules with their hands. A user wearing a helmet and using feedback control via a data glove can make molecules bind together in certain ways. It is not difficult to see that this VR system is not only of great significance in teaching (for example, the molecular structure of proteins can be directly observed), but also has great value in scientific research, because the molecular structure combined in a new way is very It may be a new drug to treat a certain disease, or a special material needed by industry.
With the deepening of research on multimedia technology and simulation technology, the theoretical methods for realizing "virtual reality" have also developed greatly. Originally, the application of VR was inseparable from expensive special hardware or auxiliary equipment (such as helmets, data gloves, high-resolution graphics workstations, etc.). In recent years, this situation has begun to change. For example, at the ED-MEDIA World Congress held in June this year, a new system called "QTVR" (Quick Virtualization) appeared. This kind of system has been actually used in the design and planning of learning cities, and its excellent performance-price ratio is amazing! QTVR technology is very different from ordinary VR technology in the simulation principle it uses: instead of using hardware such as helmets and data gloves to create illusions, it uses high-quality images captured by 360-degree panoramic photography technology to generate realistic virtual scenario. Therefore, it allows users to use only a mouse and a keyboard (without wearing a helmet and data gloves) on an ordinary microcomputer (without the need for a high-end graphics workstation) with the support of a Windows operating system or a Macintosh computer operating system to truly create Feel the same virtual scene as in VR technology.
Students studying urban design and planning can use the QTVR system to create a realistic virtual city. When students change the view of the urban scene (such as left or right, looking up or down, the camera Moving the head closer or further away from the target, etc.), the observed scene can still be maintained correctly and can give people the real illusion of sightseeing around the city. At the same time, various physical entities in the city (such as buildings, roads, bridges, trees, vehicles, terrain, etc.) can be picked up and manipulated with the mouse (for example, rotated so that they can be observed from different angles, And you can also enter various rooms inside the building to watch).
What is even more incredible is that due to the use of advanced image compression algorithms, in the QTVR system, the storage capacity of 360-degree high-quality panoramic photos used to represent a certain virtual scene in the city is actually